藉自我控制工作難度與回饋提升自主性：動作表現與學習的檢驗

Increasing autonomy by self-controlled task difficulty and feedback: An examination of motor performance and learning

10.6497/BSEPT.202011_20(3).0003

王重引(Chung-Yin Wang)；卓俊伶(Hank Junling Jwo)

自我調節學習 ； 挑戰點假說 ； 最適挑戰點 ； self-regulated learning ； challenge point hypothesis ； optimal challenge point

臺灣運動心理學報

20卷3期（2020 / 11 / 30）

43 - 58

繁體中文

目的：旨在探討藉由自我控制情境中結合工作難度與回饋增進學習者之自主性，對動作表現與學習的效應。方法：40名參與者隨機分派至自我控制工作難度與回饋組（SCTFB）、自我控制工作難度與回饋對照組（SCTFBY）、自我控制工作難度組（SCT）、與自我控制工作難度對照組（SCTY）。實驗工作採取屬於自我配速且間斷性動作的高爾夫球推桿動作，在獲得期共進行60次試作與24小時後的保留測驗15次試作。結果：（一）SCT、SCTY與SCTFB組，練習次數與工作難度呈正相關；（二）僅有SCT組的動作表現與工作難度無顯著相關，而SCTFB組則顯著相關；與（三）SCT組與SCTFB組的動作學習效果皆顯著優於其對照組。結論：（一）自我控制無助於動作表現；（二）學習者在自我控制工作難度的情境中，工作難度會隨練習次數增加而增高；（三）在僅有自我控制工作難度的練習條件中，有助於動作學習；與（四）自我控制工作難度結合自我控制回饋有助於動作學習，但無附加效應。

Purpose: We aimed to investigate the motor performance and learning effects of learners by enhancing autonomy via manipulating self-controlled task difficulty and feedback. Method: Forty participants were recruited and randomly assigned to four groups: self-controlled task difficulty and feedback (SCTFB), self-controlled task difficulty and yoked feedback (SCTFBY), self-controlled task difficulty (SCT), and yoked task difficulty (SCTY). Self-paced golf putting was used as experimental task. Participants of each group completed 60 trials during the acquisition phase and 15 trials without feedback at a retention test 24 hours after the acquisition phase. Results: The number of trials was positively related to task difficulty in SCT, SCTY, and SCTFB groups. A significant correlation between motor performance and task difficulty was reported only in the SCTFB. The SCTFB and SCT groups exhibited better learning effects than their yoked groups. Conclusion: Learners' motor performance is supposed to not be influenced by self-controlled learning contexts. During a self-controlled task difficulty situation, learners tend to select increased task difficulty as a function of practice trials. Motor learning is significantly facilitated by practice situations emphasizing self-controlled task difficulty. Finally, self-controlled task difficulty combined with self-controlled feedback can also benefit motor learning but no additive effect.

1. 王重引,卓俊伶(2015)。練習過程與動作學習的挑戰點假說。中華體育季刊，29，11-17。
   連結：
2. 王重引,卓俊伶(2014)。漸增情境干擾結合漸退回饋：檢驗動作學習的附加效應。大專體育學刊，16，378-386。
   連結：
3. 卓俊伶,楊梓楣(2017)。動作學習研究的新視窗：人因變項。大專體育學刊，19，i-vii。
   連結：
4. 林尚武,卓俊伶,楊梓楣,陳重佑,葉俊良(2009)。自發錯誤估計促進自我控制回饋的動作學習效益。體育學報，42，15-28。
   連結：
5. 張櫻玉,卓俊伶(2003)。錯誤估計與結果獲知對空間移動性動作表現與學習的影響。臺灣運動心理學報，2，77-92。
   連結：
6. 葉俊良,卓俊伶,林靜兒,陳重佑(2007)。自我控制回饋對動作表現、學習及錯誤估計的效應。大專體育學刊，9，23-35。
   連結：
7. Ali, A.,Fawver, B.,Fairbrother, J. T.,Janelle, C. M.(2012).Too much of a good thing: Random practice scheduling and self-control of feedback lead to unique but not additive learning benefits.Frontiers in Psychology,3,503.
8. Andrieux, M.,Boutin, A.,Thon, B.(2016).Self-control of task difficulty during early practice promotes motor skill learning.Journal of Motor Behavior,48,57-65.
9. Andrieux, M.,Danna, J.,Thon, B.(2012).Self-control of task difficulty during training enhances motor learning of a complex coincidence-anticipation task.Research Quarterly for Exercise and Sport,83,27-35.
10. Carter, M. J.,Carlsen, A. N.,Ste-Marie, D. M.(2014).Self-controlled feedback is effective if it is based on the learner’s performance: A replication and extension of Chiviacowsky and Wulf.2005)Frontiers in Psychology),5,1325.
11. Carter, M. J.,Patterson, J. T.(2012).Self-controlled knowledge of results: Age-related differences in motor learning, strategies, and error detection.Human Movement Science,31,1459-1472.
12. Chiviacowsky, S.,Wulf, G.(2007).Feedback after good trials enhances learning.Research Quarterly for Exercise and Sport,78,40-47.
13. Chiviacowsky, S.,Wulf, G.(2002).Self-controlled feedback: Does it enhance learning because performers get feedback when they need it?.Research Quarterly for Exercise and Sport,73,408-415.
14. Chiviacowsky, S.,Wulf, G.(2005).Self-controlled feedback is effective if it is based on the learner's performance.Research Quarterly for Exercise and Sport,76,42-48.
15. Cohen, J.(1988).Statistical power analysis for the behavioral science.Hillsdale, NJ:Erlbaum.
16. Deci, E. L.,Ryan, R. N.(1985).Intrinsic motivation and self-determination in human behavior.New York:Plenum Press.
17. Guadagnoli, M. A.,Lee, T. D.(2004).Challenge point: A framework for conceptualizing the effects of various practice conditions in motor learning.Journal of Motor Behavior,36,212-224.
18. Hodges, N. J.,Lohse, K. R.,Wilson, A.,Lim, S. B.,Mulligan, D.(2014).Exploring the dynamic nature of contextual interference: Previous experience affects current practice but not learning.Journal of Motor Behavior,46,455-467.
19. Jalalvand, M.,Bahram, A.,Daneshfar, A.,Arsham, S.(2019).The effect of gradual self-control of task difficulty and feedback on learning golf putting.Research Quarterly for Exercise and Sport,90,429-439.
20. Janelle, C. M.,Kim, J. G.,Singer, R. N.(1995).Subject-controlled performance feedback and learning of a closed motor skill.Perceptual and Motor Skills,81,627-634.
21. Keetch, K. M.,Lee, T. D.(2007).The effect of self-regulated and experimenter-imposed practice schedules on motor learning for tasks of varying difficulty.Research Quarterly for Exercise and Sport,78,476-486.
22. Patterson, J. T.,Carter, M.(2010).Learner regulated knowledge of results during the acquisition of multiple timing goals.Human Movement Science,29,214-227.
23. Patterson, J. T.,Carter, M. J.,Hansen, S.(2013).Self-controlled KR schedules: Does repetition order matter?.Human Movement Science,32,567-579.
24. Patterson, J. T.,Carter, M.,Sanli, E.(2011).Decreasing the proportion of self-control trials during the acquisition period does not compromise the learning advantages in a self-controlled context.Research Quarterly for Exercise and Sport,82,624-633.
25. Salmoni, A. W.,Schmidt, R. A.,Walter, C. B.(1984).Knowledge of results and motor learning: A review and critical reappraisal.Psychological Bulletin,95,355-386.
26. Sanli E. A.,Patterson J. T.,Bray S. R.,Lee T. D(2013).Understandingself-controlled motor learning protocols through the self-determination theory.Frontiers in Psychology,3,611.
27. Schmidt, R. A.,Lee, T. D.(2015).Motor control and learning: A behavioral emphasis.Champaign, IL:Human Kinetics.
28. Wu, W. F.,Magill, R. A.(2011).Allowing learners to choose: Self-controlled practice schedules for learning multiple movement patterns.Research Quarterly for Exercise and Sport,82,449-457.
29. Wu, W. F.,Young, D. E.,Schandler, S. L.,Meir, G.,Judy, R. L.,Perez, J.,Cohen, M. J.(2011).Contextual interference and augmented feedback: Is there an additive effect for motor learning?.Human Movement Science,30,1092-1101.
30. Zimmerman, B. J.(1989).A social cognitive view of self-regulated academic learning.Journal of Educational Psychology,81,329-339.

1. 梁嘉音,林幸樺,卓俊伶,吳詩薇(2022)。自我控制回饋頻率的限制效應：動作表現與學習。大專體育學刊，24(2)，271-286。